Session Objectives & Descriptions

These sessions are moving to an online format. Please stay tuned for how they will change.

DAY 1: July 28

Fundamental Principles and Practices of TBL

Are you ready to incorporate more active learning methods into your teaching style?  Have you ever wondered how to go about “flipping” your classroom?  If either answer is “Yes”, consider trying Team-Based Learning (TBL).  TBL is a structured small group active learning method that motivates students through a readiness assurance process to come to class prepared, teaches team skills via experience, and most importantly focuses classroom time on higher order skills such as problem-solving, critical thinking and clinical decision making.  This workshop will be a great introduction to TBL, and will be conducted in the TBL format.  Participants will prepare ahead, take a readiness assurance test, and then engage actively with their assigned team members.  The structure, process, and essential characteristics of an effective TBL module will be emphasized.

  • Objectives
    • Describe essential elements of TBL.
    • Explain clearly and concisely how and why TBL is effective.
    • Evaluate the benefits of using TBL.
  • Pre-workshop preparation
    • Read: Introduction to Team-Based Learning

DAY 2: July 29

Evaluating Multiple Choice Questions for Readiness Assurance Tests and Application Activities

Team-Based Learning modules can sink or swim based on the quality of the questions that you pose to your learners, therefore TBL requires careful mapping of content and assessments.  To best guide students through pre-class preparation and the readiness assurance process, instructors need to be able to create high quality learning objectives and multiple choice questions.  Team application questions allow learners to apply the knowledge gained from pre-class assignments to solve real-world problems in a collaborative classroom atmosphere, by forcing teams to grapple with the topic’s principles, analyze data, solve problems, and make decisions that are defensible.  This workshop will emphasize the backward design approach to designing effective readiness assurance and team application questions based on well written learning objectives, and the 4-S principles for designing team applications (Significant problem, Same problem, Specific choice, and Simultaneous report).  Participants will be prepared to design their own learning objectives, readiness assurance test questions, and team application exercises, which will be reviewed and revised in the companion workshop “Creating Effective TBL Modules.”

  • Objectives
    • Define elements of a good “higher order” leaning objectives.
    • Identify common flaws in poorly written multiple choice questions.
    • Identify how to use the four S’s in the design of Team Application exercises in different formats (e.g., Multiple choice, gallery walk).
    • Apply backward design to link Team Application questions to Readiness Assurance and the Advance Preparation Assignment.
    • Be prepared to draft your own learning objectives, RAT questions, and 4-S Team Application exercises for a TBL module.
  • Pre-workshop preparation
    • Read: Writing Good Multiple Choice Questions, Vanderbilt University Center for Teaching
    • Read: Backward Design

DAY 3: August 4

Peer Evaluation and Feedback

Peer evaluation is an important component of Team-Based Learning, yet it can be very challenging to implement.  The purpose of this workshop is to demonstrate how the peer evaluation process can be used to develop the skill of providing useful feedback, increase individual accountability, and improve team performance.  The most common methods of peer evaluation used for TBL will be explored, to enable participants to decide which method might best fit their course.

  • Objectives
    • Identify characteristics of high and low performing teams.
    • Compare and contrast systems and strategies for facilitating team growth.
    • Apply strategies to empower teams to self-manage performance through peer feedback and evaluation
    • Analyze how learner culture affects the use of peer evaluation.
  • Pre-workshop preparation
    • Read: Making Feedback Helpful

Improving Facilitation Skills for a TBL Classroom

Providing student teams with quality learning materials is only the beginning of the TBL experience.  One early challenge new TBL instructors face is facilitating discussions in a way that effectively reinforces the significance of team application exercises and assesses mastery of learning objectives.  This workshop will provide useful facilitation strategies to new and experienced TBL users alike, to help with the transition of their role from expert “sage on the stage” to facilitator “guide on the side.”

  • Objectives
    • Justify the importance of learning motivation, participation and a positive learning environment.
    • Compare and contrast facilitation roles and methods.
    • Analyze the key characteristics of effective facilitators.
    • Identify common errors and barriers to successful TBL facilitation.
  • Pre-workshop Preparation
    • Read: 12 Tips for facilitating TBL

DAY 4: August 5

Creating Effective TBL Modules

This workshop will emphasize the backward design approach to designing effective readiness assurance and 4-S team application questions based on well written learning objectives.  Team applications should focus on what students should be able to DO after a TBL session (i.e., high level learning objectives), and readiness assurance tests should focus on what students should KNOW (i.e., lower level learning objectives). Participants will apply what they learned about TBL design in “Evaluating Multiple Choice Questions for Readiness Assurance Tests and Application Activities” and come to this workshop with a draft TBL module.  In this workshop participants will review and revise their draft material in a collaborative setting with guidance from the facilitators.

  • Objectives
    • Evaluate a draft TBL module using backward design principles.
    • Construct team application exercises that adhere to the 4S framework.
    • Construct a readiness assurance test that aligns with team application exercise and learning objectives.
  •  Pre-workshop Preparation
    • Read: Backward Design
    • Write: 2 learning objectives (one low level and one high level), 1 RAT question, and one 4-S team application exercise for your own course.